The interaction between secondary school students and teachers is a crucial factor influencing educational experiences and personal development. This study addresses a notable gap in existing literature by examining the cross-cultural validity of the Student-Teacher Relationship Scale (STRS) within the Vietnamese educational context. The quality of teacher-student relationships is widely acknowledged as pivotal for students' social-emotional, behavioral, and cognitive development.
This research aims to investigate the dimensional structure of Closeness, Conflict, and Dependency within the adapted STRS in the unique cultural context of Vietnam.
Several hypotheses are proposed, including the expected factorial validity of the survey as a measure of the relationship between secondary school students and teachers, significant differences in mean levels of Closeness, Conflict, and Dependency, correlations among latent factors of the STRS, a positive relationship between Dependency and Closeness, and the moderation of the effect of Dependency on Closeness by Conflict.
Throughout the subsequent chapters, the literature, methodology, results, and discussion offer insights into the intricacies of teacher-student relationships within the Vietnamese educational context. The study contributes valuable perspectives to the international literature on teacher-student relationships, considering cross-cultural, statistical, and practical dimensions. The findings aim to provide guidance for improving these relationships in the educational setting.
Table of Contents
1 Introduction
1.1 Purposes of the study
1.2 Hypotheses
2 Literature review
2.1 Student-Teacher relationships
2.2 Closeness
2.3 Conflict
2.4 Dependency
3 Methods
3.1 Sample
3.2 Instrumentation
3.3 Procedure
3.4 Statistical analysis
4 Results
4.1 Exploratory Factor Analyses
4.2 Confirmatory Factor Analysis
4.3 Correlation relationships
4.4 Moderating relationship
4.5 Discussion
4.6 Conclusion
Study Objectives and Scope
This research aims to investigate the factor validity and structural integrity of the Student-Teacher Relationship Scale (STRS) within the Vietnamese educational context, specifically focusing on the dimensions of closeness, conflict, and dependency among secondary school students and teachers.
- Validation of the STRS instrument in a cross-cultural setting.
- Examination of the 3-factor structure (closeness, conflict, dependency).
- Statistical analysis of relationships between teacher-student interaction dimensions.
- Evaluation of the moderating role of conflict in student-teacher relationships.
Excerpt from the Book
2.1 Student-Teacher relationships
The student-teacher relationship (STR) is an important component of a student's success in school. STRs have the potential to serve as an asset for students' well-being throughout their school career. Current literature suggests that there are three major components of STRs associated with student's behavioral outcomes: closeness, dependency and conflict. Research has indicated that STRs characterized by closeness are linked to dependency and positive behavior outcomes for students while STRs characterized by conflict are associated with negative behavior outcomes for students.
Previous studies have indicated that positive, supportive, close relationships are beneficial for students and result in better behavioral and social outcomes [26, 23].
There are some instruments that assess the quality of teacher-student relationships in education available in the literature, for example the Student-Teacher Relationship Observation Measurement [12], the Teacher-Child Rating Scale [16], the Young Children's Appraisals of Teacher Support [18], the Classroom Assessment Scoring System [25] and the Child Appraisal of Relationship with Teacher Scale [30].
The most widely used instrument to evaluate teachers' perceptions of their relationships with individual students is the Student-Teacher Relationship Scale [23], which is the measure applied in the current research. STRS is a 28-item questionnaire that combines theory on child-adult attachment and child development. Based on attachment theory, the STRS measures teachers' perceptions of their relationships with individual students and their perceptions about students' behaviour and feelings towards them [24]. It contains three subscales, which assess three relational dimensions, closeness, conflict and dependency.
Summary of Chapters
1 Introduction: This chapter introduces the significance of teacher-student relationships for academic and personal development and outlines the study's purpose and hypotheses.
2 Literature review: This chapter provides an overview of existing research on student-teacher relationships, focusing on the three dimensions of closeness, conflict, and dependency.
3 Methods: This chapter details the research sample, the instrumentation used (STRS), the translation procedure, and the statistical methods applied for data analysis.
4 Results: This chapter presents the findings from the Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), along with correlation and moderation analyses.
Keywords
Student-Teacher relationship, adaptation, factor analyses, subscales, cross-cultural validity, closeness, conflict, dependency, educational setting, Vietnam, psychometric properties, behavioral outcomes, teacher perception, attachment theory, statistical analysis.
Frequently Asked Questions
What is the core focus of this research?
The research focuses on evaluating the psychometric properties and factor validity of the Student-Teacher Relationship Scale (STRS) when applied to the Vietnamese secondary education system.
What are the primary thematic areas covered?
The study covers three main relational dimensions: closeness, conflict, and dependency, and how these factors contribute to the quality of teacher-student interactions.
What is the main objective of the study?
The primary objective is to confirm the 3-factor structure of the STRS in a cultural context outside of its original development and to test the relationship between these factors.
Which methodology is employed in this research?
The study utilizes both Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) using statistical software to validate the instrument against the collected data from 202 teachers and 1,110 students.
What topics are addressed in the main body?
The main body examines the theoretical background of the STRS, the data collection methodology, and the detailed results of factor analyses and correlations among the measured variables.
Which keywords characterize this work?
The work is characterized by terms such as Student-Teacher relationship, cross-cultural validity, factor analysis, and the specific subscales of conflict, closeness, and dependency.
How does the Vietnamese context influence the study results?
The study explores how cultural backgrounds, such as collectivism versus individualism, might influence how teachers perceive and report dependency and closeness in their relationships with students.
What is the role of the conflict subscale according to the findings?
The research finds that conflict acts as a moderator, specifically influencing the strength of the relationship between dependency and closeness.
- Citation du texte
- Giap Binh Nga (Auteur), 2020, The Relationship between Secondary School Student and Teacher in the Vietnamese Educational Setting, Munich, GRIN Verlag, https://www.grin.com/document/937279
